Exploring Filipino Learners’ Experiences with Speaking Anxiety in English
DOI:
https://doi.org/10.69569/jip.2024.0699Keywords:
EFL learners, HUMSS students, Qualitative research, Speaking anxiety, Thematic analysisAbstract
This study investigated the speaking anxieties experienced by Filipino high school students, addressing a gap in existing research by focusing specifically on their unique experiences and coping mechanisms. Employing a qualitative descriptive approach, the study explored the subjective experiences of ten Grade 11 Humanities and Social Science students through in-depth interviews. Data analysis revealed a diverse range of anxieties, including fear of negative evaluation, test anxiety, and communication apprehension. Key findings include the significant impact of cultural factors, the identification of distinct anxiety clusters for different speaking contexts (recitations, presentations, and oral examinations), and exploring effective coping strategies such as practice, relaxation techniques, and peer support. The study highlights the importance of creating supportive learning environments, addressing cultural influences, and implementing culturally sensitive interventions to mitigate speaking anxiety and enhance English language learning among Filipino students.
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